Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Webinar NSF’s Improving Undergraduate STEM Education (IUSE: EHR) Program Pre-service Teacher Preparation October 1, 2015 Conducted by the Virtual Faculty Collaborative (a partnership among AAAS, Louisiana State University, and Higher Education Services) in collaboration with NSF

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Presenters and NSF Participants NSF Presenters – Katherine Denniston, – Kathleen Bergin, This session is being recorded. In participating you are giving permission to record your question/comment(s ).

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Webinar Slides Webinar slides are available at website – – Google “AAAS IUSE” Recorded version of webinar – – Google “ LSU NSF IUSE”

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Webinar Topics Introduction to IUSE:EHR Program Program description – Engaged Student Learning Track – Institution and Community Transformation Track Q&A #1 Additional program details – Important program considerations – Workshops and conferences – Review criteria Proposal preparation advice Q&A #2

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Q&A Sessions Two ways to raise Questions during the webinar: 1)There will be two Q&A sessions; one approximately halfway through the Webinar and another one at the end 2)Participants can type their questions in the QUESTION BOX at any time

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR Introduction

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR Introduction IUSE:EHR is in its third year of operation IUSE:EHR is a broad program focused on undergraduate STEM education – For all types of institutions of higher education – For all aspects of undergraduate STEM education – This includes Pre-service education for future K-12 teachers of any STEM discipline

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Pre-Service STEM Teacher Education Solicitation “recent policy actions and reports have drawn attention to the opportunities and challenges inherent in increasing the number of highly qualified STEM graduates, including STEM teachers.” “ IUSE: EHR encourages projects that develop faculty expertise, prepare K-12 teachers, and provide all undergraduate students with STEM competencies and a basic understanding of STEM concepts and principles.”

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE: EHR Vision All undergraduate students fully engaged in their STEM learning – Both majors and non-majors Institutions of higher education deeply committed to broad use of research- based teaching approaches

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Towards the IUSE: EHR Vision The IUSE: EHR program recognizes the key role faculty play both as Creators of innovative learning materials and teaching approaches, and Implementers of promising practices.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE: EHR Program Over Arching Goals To promote: 1)The development, use, and testing of instructional practices and curricular innovations that engage and improve student learning and retention in STEM, and 2) Community and institutional transformation that will increase opportunities for the application of highly effective STEM teaching methods.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR Program Goals Improve STEM Learning & Learning Environments: – Improve the knowledge base for defining, identifying, and innovating effective teaching and learning – Foster widespread use of evidence-based resources and pedagogies Broaden Participation & Institutional Capacity for STEM Learning: – Increase the number and diversity of STEM majors by improving and using evidence-based strategies Build the Professional STEM Workforce for Tomorrow: – Enable students to become productive members of the STEM work force and of our STEM-literate society

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR goals continued … Program goals include: developing increased use of inquiry-based laboratories and research-based courses; further work on design, development, and widespread implementation of effective STEM learning and teaching knowledge and practices; as well as foundational research on STEM teaching and STEM learning. The program supports research, development, and implementation efforts that bring recent advances in STEM disciplinary and interdisciplinary knowledge into undergraduate education and research that lay the groundwork for institutional improvement and change. It encourages projects that develop faculty expertise, prepare K-12 teachers, and provide all undergraduate students with STEM competencies.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Expanded IUSE:EHR Vision STEM departments and instructors at all types in institutions of higher education Routinely use evidence-based teaching and learning practices Use assessment to enhance the evidence base of effective teaching and learning Make changes to improve student learning based on assessment data Remain alert to ideas and opportunities to improve the quality of student engagement and learning Consider the implications of these for Pre-Service STEM Teacher Preparation.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation FY2016 IUSE: EHR program calls for proposals to: use and build evidence about improved STEM instructional practices; design and study innovative learning opportunities, including cyberlearning; create, implement, and test program, curricular, course, and technology-driven models; develop, implement, and test creative approaches for adoption of education research into disciplinary teachings; develop and validate assessments/metrics for undergraduate STEM learning and instructional practice; and conduct fundamental research on issues of undergraduate STEM teaching and learning.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR Program Tracks and Funding Tiers Engaged Student Learning Track – Exploration and Design (up to $300K, 3 years) – Development and Implementation Tier -- Level l (up to $600K, 3 years) – Development and Implementation Tier – Level ll ($601K- $2M, 5 years) Institutional and Community Transformation Track – Exploration and Design Tier – (up to $300K, 3 years) – Development and Implementation Tier -- (up to $3M, 5 years) Research studies may be submitted to either Track Workshop and conference proposals are encouraged

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE:EHR Engaged Student Learning Track Engaged Student Learning Track Projects Focus on design, development, and research studies Involve the creation, exploration, or implementation of tools, resources, and models that show promise to – increase engagement in STEM learning – lead to measurable and lasting learning gains Reflect disciplinary differences in needs and priorities

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Collaborations are encouraged among – STEM disciplinary researchers – Education researchers – Cognitive scientists Such collaborations should – Leverage what is known about how people learn – Contribute to the growth of that body of knowledge

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Target Populations Target populations include – Students at two- and four-year schools – STEM majors seeking solid skills and knowledge of STEM principles – Non STEM majors seeking to fulfill a general education requirement in STEM – Faculty members – Pre-Service STEM Teachers in undergraduate teacher preparation programs

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Expectations Projects are expected to be both knowledge-based and knowledge-generating

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Exploration and Design Projects Small-scale efforts – Deadline of November 3, 2015 – Budgets up to $300,000 – Maximum duration of 3 years These projects may seek to – Pose and investigate new interventions, teaching materials, or instructional strategies – Pose and investigate new methods of assessing student learning and achievement – Adapt and implement strategies that have proven effective at other institutions – Many others consistent with IUSE: EHR Program goals Expected to contribute to the body of knowledge about – STEM teaching and learning, and/or – effective means to broader implementation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Design & Development – Level l Larger projects – Deadline of January 13, 2016 – Budget up to $600,000 – Maximum duration of 3 years Focus on achieving – Greater refinement of working prototypes and approaches – Testing and propagation beyond a single institution or – Impacts across multiple STEM disciplines within an institution Evaluation should produce quality evidence on the effectiveness of the project used in multiple settings

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Design & Development – Level ll Largest scale projects – Deadline of January 13, 2016 – Budget between $601,000 and $2,000,000 – Maximum duration of 5 years Intended to support – Initiatives that have been found to be effective at smaller scales – Large-scale efforts – Long-term research on impacts As with Level I grants, evaluation should produce quality evidence on the effectiveness of the project used in multiple settings

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Engaged Student Learning Track Sample Project Themes Some possible themes may include: – Assessment/metrics of learning and practice (in STEM/pedagogy courses for TP programs) – Educational Research (in best practice in STEM teacher preparation) – Conducting undergraduate disciplinary research (for pre-service teachers) – Developing the STEM and STEM-related workforce (including teachers) – Educating a STEM-literate populace – Broadening participation in STEM (including STEM teachers) – Exploring co-curricular activities to increase student motivation and persistence (in STEM teaching) – Faculty professional development (for STEM faculty teaching pre-service STEM teachers) – Building capacity in higher education (including STEM teacher preparation programs) These are examples; other themes are appropriate and many other applications to preservice STEM teacher preparation can be imagined.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional and Community Transformation Track

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Projects Competitive Institutional and Community Transformation projects will include a description of the theory of change that is guiding the proposed work. Competitive proposals should be informed by the research literature and theoretical perspectives concerning change that are relevant to the goals and context of the project. Promising proposals recognize that STEM higher education is a complex system, and that achieving change goals involves analyzing and addressing the relevance and impact of critical organizational factors that could impede or facilitate progress toward the stated goals.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Projects Projects that intend to promote institutional change will typically require – Teams of faculty members – Support from the department chairs, college deans, or others within the institution's academic leadership – Support from Provosts or Presidents for large projects is recommended

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Focus Institutional and Community Transformation projects may Use innovative approaches to increase the propagation of highly effective teaching and learning methods, curricular and co-curricular practices across/within disciplinary communities Be proposed by an institution or set of institutions Be proposed by professional communities Seek to transform high enrollment, lower division courses Implement their efforts in multiple courses within a department or a college or in a particular disciplinary area Focus on faculty learning through professional development Use technology and distance education (or hybrid) models Focus on leadership development for pedagogical and curricular innovation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Expectations Projects are expected to be both knowledge-based and knowledge-generating

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Track Exploration & Design Projects Small-scale efforts – Deadline of November 3, 2015 – Budgets up to $300,000 – Maximum durations of 3 years These projects may seek to – Develop strategies for the adoption, adaptation, and implementation of effective practices by a growing number of faculty instructors – Explore challenges to their adoption, with the goal of informing policy, practice, and future development in education enterprise Expected to contribute to the body of knowledge about STEM teaching and learning and/or effective means of broader implementation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional & Community Transformation Track Development and Implementation Projects Large scale projects – Deadline January13, 2016 – Budget limit of $3,000,000 – Maximum duration of 5 years Typically focus on ambitious efforts to achieve the widespread deployment of effective instructional, curricular, and co-curricular practices in support of student engagement, learning, and retention. Evaluation should produce high quality evidence about the effectiveness of the project. – In effect these large projects are applied research projects investigating the effectiveness of models of change.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Institutional and Community Transformation Track Sample Project Themes Projects may Use technology and distance education methods Begin institutional planning efforts Investigate approaches to increase the importance placed on evidence-based practices in institutional strategic planning and faculty rewards Involve faculty in continued professional development Develop instruments and metrics to assess institutional shifts towards evidence-based teaching Determine the applicability of change theories from other sectors in changing institution-wide cultural norms Research approaches for advancing change These are examples; other themes are appropriate and many applications to preservice STEM teacher preparation can be imagined.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Q&A -1 Type your questions into the QUESTION BOX

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Important Considerations Some Emphasis Areas in the IUSE:EHR Solicitation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Knowledge-Based and Knowledge- Generating Projects are expected to be both knowledge-based and knowledge-generating – They should leverage what is known about how students learn in the STEM focus area of the proposal – They should endeavor to contribute to that body of knowledge Successful projects can act locally should also think nationally – Seek to produce valuable changes locally – Seek to generate knowledge that would be useful to other STEM faculty in other institutions Knowledge producing aspect is more than project evaluation – It is research that is contextualized within teaching practices, institutional goals, and student impacts The Monograph on “Common Guidelines for Education R&D” (August, 2013) may be helpful in designing the evaluation/ knowledge producing part of a good proposal

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Interaction Between STEM Education Research and Practice Collaborations among STEM disciplinary experts and STEM education researchers fosters a “cycle of innovation” – New questions emerge from innovative practice to be solved by new research – New solutions derived from research to be implemented through modified practice Collaboration among STEM disciplinary experts, STEM education researchers or cognitive scientists, and STEM education practitioners are encouraged

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Transportability and Propagation Expectation Transferability and propagation are important considerations for IUSE:EHR-supported efforts – They should be addressed throughout a project's lifetime – Approaches should be designed for use in a large variety of institutions Principal Investigators are encouraged to consider – The value of the project from the perspective of other users – The relationships, partners, and structures which would eventually be needed to sustain the improvement on a wide scale

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Research Project Proposals

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Research Projects Projects that are predominantly research studies may be submitted to either IUSE: EHR Track Research may explore – Enhancement of student learning and attitudes through teaching strategies and effective curricula – Diffusion of widespread practices through the community – Effective professional development – Effective institutional change models These are examples; other themes are appropriate and many applications to preservice STEM teacher preparation can be imagined

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Workshops and Conferences Proposals for workshops and conferences addressing critical challenges in undergraduate STEM education may be submitted at any time Typically these include budgets between $50,000 and $100,000 You must consult with an NSF Program Officer before submission to determine whether the proposed workshop or conference is considered appropriate for IUSE: EHR.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Review Criteria

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation NSF Merit Review Principles – NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge – NSF projects, in the aggregate, should contribute more broadly to achieving societal goals – Meaningful assessment and evaluation of NSF-funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of Broader Impacts and the resources provided to implement projects With respect to assessment and evaluation, projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation NSF Merit Review Criteria Intellectual Merit – the potential to advance knowledge Broader Impacts – the potential to benefit society and contribute to the achievement of specific, desired societal outcomes Both criteria, Intellectual Merit and Broader Impacts, will be given full consideration during the review and decision-making processes. Proposers must fully address both criteria

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Merit Review Considerations What is the potential for the proposed activity to:  Advance knowledge and understanding within its own field or across different fields (Intellectual Merit)  Benefit society or advance desired societal outcomes (Broader Impacts)? To what extent does the proposed activity suggest and explore creative, original or potentially transformative concepts?

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Merit Review Considerations (Cont.) Is the plan for carrying out the proposed activities well- reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success? How well qualified is the individual, team, or organization to conduct the proposed activities? Are there adequate resources available to the PI (either at the home institution or through collaborations) to carry out the proposed activities? Please Note: Reviewers are also asked to review Facilities, Equipment and Other Resources, Data Management Plan, and Postdoctoral Researcher Mentoring Plan

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation General Advice

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Knowledge-Based Expectation As you would do for a research proposal – Provide an evidence-based justification of the importance of the proposed topic – Provide an evidence-based justification of the selected approach These should be substantial discussions with references to the literature Do this for proposals for both tracks – Engaging Student Learning Track – Institution and Community Transformation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Knowledge-Generating Expectation Describe plans for collecting, analyzing, and sharing data Make evaluation an integral part of the project – Include goals and objectives (intended outcomes) – Identify your evaluator – Include an evaluation plan to determine the effect of the intervention – Describe how the evaluation results will be a basis for publication Do this for proposals in both – Engaging Student Learning Track – Institution and Community Transformation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Transportability and Propagation Expectation Describe your plans for making your project transportable Describe your plans for encouraging, enabling, and facilitating its use by others Provide an evidence-based justification for your approaches Include this aspect in your project evaluation effort Do this for proposals in both – Engaging Student Learning Track – Institution and Community Transformation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Broader Impact Expectation Include goals, objectives (intended outcomes) and plans for broader impact Provide a literature-based justification for the approach Include this aspect in your project evaluation effort Do this for proposals in both tracks – Engaging Student Learning Track – Institution and Community Transformation

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Q&A – 2 Type your questions into the QUESTION BOX

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Webinar Slides Webinar slides are available at website – – Google “AAAS IUSE” Recorded version of webinar – – Google “ LSU NSF IUSE”

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE: EHR Website For more information on IUSE: EHR Program visit Google “NSF IUSE” NSF Contacts – Katherine Denniston, – Kathleen Bergin,

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation IUSE Resources Grant Proposal Guide (GPG) ?ods_key=gpg ?ods_key=gpg Common Guidelines for Education R&D 26.pdf

Division of Undergraduate Education Directorate of Education and Human Resources National Science Foundation Thank you for your participation and for your interest in improving Undergraduate Education And Pre-Service STEM Teacher Preparation